The high school students will be able to: 1. calculate percentages 2. read chemical formulas 3. determine the molar mass of a compound 4. differentiate between an ore and a mineral 5. calculate the percent composition of a mineral in an ore 6. determine which ore has the greatest percentage of mineral 7. do a Performance Assessment activity to demonstrate mastery

Remove a "precious mineral" from an "ore". The "ore" will be the chocolate chip cookie and the "mineral" will be the chocolate chips. The object is to determine which "ore" has the greatest percentage of "mineral".

Because of your superior mining ability you have been awarded your choice of one of two mining locations. One site, located in Mexico, is rich in Chalcopyrite (CuFeS2). The other site, located in Russia, is rich in Chalcocite (Cu2S).

Which location would you choose to mine? Explain all aspects of your decision. DIG AWAY!Scoring Rubric
DEMONSTRATED COMPETENCE
For 6 points: The response is exemplary.
- an explanation that is complete
- molar masses and percent composition calculated precisely
- all aspects of decision looked at completely
- more than one explanation that is complete and correct
- well thought out answer
For 5 points: The calculations are correct and the response is clear. Not
all aspects taken into consideration.
For 4 points: The calculations are correct, but the explanation lacks
clarity.
SATISFACTORY RESPONSE
For 3 points: The response indicates a partial solution. Perhaps the molar
masses are correct, but the percentages are done incorrectly,
or vise versa.
INADEQUATE RESPONSE
For 2 points: The response indicates a partial solution. Or, the response
indicates the student may understand the solution, but the
explanation is incoherent.
For 1 point: The response is incorrect, but it shows evidence of
mathematical and logical reasoning. A mathematical explanation
is developed. The explanation, however, does not address the
crux of the problem or the essence of the solution.
For 0 points: The student leaves a blank page or writes, "I don't Know."